本文關(guān)鍵詞：殘疾人遠程教育非學(xué)術(shù)性學(xué)習(xí)支持服務(wù)研究　出處：《天津理工大學(xué)》2014年碩士論文　論文類型：學(xué)位論文

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【摘要】：借助于多媒體進行教學(xué)的遠程教育可以緩解殘疾人因身體和生理不便而承受的受教育壓力，為殘疾人接受各種教育提供較多機會。學(xué)習(xí)支持服務(wù)是遠程教育順利開展的支柱之一，分為學(xué)術(shù)性和非學(xué)術(shù)性支持服務(wù)。非學(xué)術(shù)性學(xué)習(xí)支持服務(wù)側(cè)重于對學(xué)生提供情感性和管理性方面的支持服務(wù)，對學(xué)生的學(xué)習(xí)效果具有深遠的影響。 本文在分析相關(guān)研究背景的基礎(chǔ)上，試圖通過文獻研究、問卷調(diào)查、數(shù)據(jù)分析等方法對高等教育層次的殘疾人遠程教育非學(xué)術(shù)性學(xué)習(xí)支持服務(wù)進行嘗試性的探討，以期為電大開展殘疾人遠程教育非學(xué)術(shù)性學(xué)習(xí)支持服務(wù)提供一定的建議。 正文共包括四個部分：第一部分著重于遠程教育非學(xué)術(shù)性學(xué)習(xí)支持服務(wù)綜述。綜述的內(nèi)容有：相關(guān)概念的界定，非學(xué)術(shù)性學(xué)習(xí)支持服務(wù)的內(nèi)涵、特點、功能。 第二部分主要論述了本文所依據(jù)的遠程教育和非學(xué)術(shù)性學(xué)習(xí)支持服務(wù)的相關(guān)理論，在遠程教育方面能對本文起支持作用的主要理論有獨立學(xué)習(xí)與交互距離和學(xué)生自治理論；在非學(xué)術(shù)性學(xué)習(xí)支持服務(wù)方面涉及的主要理論有人本主義學(xué)習(xí)理論、建構(gòu)主義學(xué)習(xí)理論、情緒智力理論。 第三部分主要進行數(shù)據(jù)的統(tǒng)計和分析，即通過問卷調(diào)查，收集數(shù)據(jù)并運用一定的統(tǒng)計方法對數(shù)據(jù)進行統(tǒng)計分析，在分析的基礎(chǔ)上了解到我國電大殘疾人學(xué)院非學(xué)術(shù)性學(xué)習(xí)支持服務(wù)在信息咨詢、人員、資源、情感、技術(shù)設(shè)施、管理服務(wù)方面存在一些不足。具體表現(xiàn)在：發(fā)布信息的渠道和形式較單一，干擾信息多；教師素質(zhì)有待提高，部分教師還沒有掌握遠程教學(xué)的教學(xué)思路；已有的學(xué)習(xí)資源在數(shù)量上和質(zhì)量上有待改善；相關(guān)學(xué)院在情感服務(wù)方面存在嚴(yán)重不足，大多數(shù)學(xué)生感受不到老師的關(guān)心；在技術(shù)設(shè)施服務(wù)上只有少數(shù)設(shè)施能滿足學(xué)生的需要，不同地區(qū)的硬件設(shè)施服務(wù)存在差異；部分院校沒有認(rèn)識到管理服務(wù)的重要性或者相關(guān)人員工作不到位。 第四部分針對已有非學(xué)術(shù)性學(xué)習(xí)支持服務(wù)中存在的問題嘗試提出解決的建議。即從信息、情感、設(shè)施、資源、人員、管理等幾個方面對我國殘疾人遠程教育非學(xué)術(shù)性學(xué)習(xí)支持服務(wù)的建設(shè)提出如下一些建議：在信息情感服務(wù)方面，應(yīng)拓寬發(fā)布信息的渠道，精心制作信息的呈現(xiàn)形式，及時發(fā)布信息，并且限制信息量，建立情感服務(wù)平臺；在技術(shù)設(shè)施服務(wù)上，應(yīng)加強對學(xué)習(xí)站、網(wǎng)絡(luò)服務(wù)站、數(shù)字化圖書館、技術(shù)站的建設(shè)；在資源服務(wù)方面，開發(fā)豐富多樣、高質(zhì)量的學(xué)習(xí)資源并實現(xiàn)各電大之間學(xué)習(xí)資源的共享；在人員服務(wù)上，組織建設(shè)優(yōu)秀的各類教師隊伍，注重為各類教師提供服務(wù)；在管理服務(wù)方面，，管理層人員需樹立一定的服務(wù)意識，同時，院校應(yīng)建立相關(guān)管理制度明確服務(wù)職責(zé)并考評。 在上述理論以及現(xiàn)狀分析的基礎(chǔ)上，得出本文的結(jié)論如下：第一，學(xué)習(xí)支持服務(wù)是決定現(xiàn)代遠程教育質(zhì)量的關(guān)鍵；第二，高等教育層次的殘疾人遠程教育非學(xué)術(shù)性學(xué)習(xí)支持服務(wù)的建設(shè)有待加強。
[Abstract]:With the help of distance education teaching in multimedia can alleviate the disabled because of physical and physiological education inconvenience under pressure, accept all kinds of education for the disabled to provide more opportunities. Learning support service is one of the pillars of distance education smoothly, divided into academic and non academic support service. The non academic support service focuses on providing the emotional and management aspects of support services for students, has a profound impact on the learning effect of students.
Based on the analysis of the related research background, through literature research, questionnaire survey, data analysis and other methods for the disabled higher education level of academic support service tried to study non distance education, in order to carry out the academic support service to provide some suggestions for non distance education in TV University.
The body consists of four parts. The first part is a summary of the supporting services of non academic learning in distance education. The contents of the review are: the definition of related concepts, the connotation, characteristics and functions of non academic learning support services.
The second part mainly discusses the theory of distance education and non academic support service related theory, main theory support for this article have the independent and interactive distance learning and student autonomy theory in distance education; the main theories involved in non academic support service of humanistic learning the theory of constructivism learning theory, the theory of emotional intelligence.
The third part mainly carries on the statistics and analysis of data, through the questionnaire survey, data collection and statistical analysis of data using statistical methods, on the basis of the analysis to understand academic support service in information consultation, non disabled college in China TV university personnel, resources, emotion, technical facilities, there exist some shortcomings management services. In the specific performance: the information release channels and the form of interference information; to enhance the quality of teachers, some teachers haven't mastered the teaching ideas of distance education; the existing learning resources in quantity and quality to be improved; the relevant school there is a serious shortage in the emotional service, most of the students do not feel to the teacher's care; in technology services and only a few facilities can meet the needs of students in different regions, the differences of hardware facilities and service department; The school does not realize the importance of management services or the lack of relevant staff.
The fourth part of the existing non academic support service problems in the attempt to propose solutions. From the information, emotion, facilities, resources, personnel, management and other aspects of the disabled in China and puts forward some suggestions as follows: remote education for non academic support service: in the information construction of emotional services, should broaden the release the channels of information presented in the form of elaborate information, the timely release of information, and limit the amount of information, the establishment of emotional service platform; in technology services, should strengthen the study of network station, service station, digital library, construction technology station; in resource services, the development of a variety of high quality learning resources sharing. And to realize the University between learning resources; in service, all kinds of organization construction excellent teachers, to provide services for all types of teachers in the management services; At the same time, the management staff should establish a certain sense of service. At the same time, the institutions should establish the relevant management system to clarify the service responsibilities and evaluate them.
Based on the above theories and the analysis of the current situation, we draw the following conclusions: first, learning support services is the key to decide the quality of modern distance education; second, the construction of non academic learning support services in distance education at higher education level needs to be strengthened.

【學(xué)位授予單位】：天津理工大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2014
【分類號】：G434

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